Ethiopian Higher Education Research Articles

An investigation in to factors affecting female students' academic success in Ethiopian higher education

The porpuse of this study was to investigate the factors affecting female students' academic success in Ethiopian higher education. To clarify reliable data from the participants, the study used a descriptive survey. The investigation was carried out using a combination of methodologies. One hundred regular undergraduate female students were selected for the sample population using simple random sampling techniques, proportional sampling method, and stratified random sampling because the students were divided into heterogeneous colleges and departments. The methods for gathering data were a questionnaire and concentrated, targeted group discussions. Primary and secondary sources of information were reviewed in order to gather reliable data. The obtained data was sorted, tabulated, and looked for patterns under the distribution of percentages and frequencies using the descriptive method of analysis. The results of this research demonstrate multiple factors influencing female students' academic performance in higher education institutions, including those connected to the institution, families, individuals, and instructors. The conclusions urge the involvement of all stake holders in order to resolve this issue.

Bridging the Digital Divide: Developing Local Digital Heritage Content and Investigating Localized Digital Solutions

Abstract The digital divide, in my view, is not only created due to the lack of local contents but also due to the fact that few digital contents from local sources are found in the digital libraries of higher education in Ethiopia. Likewise, the creation and dissemination of local contents could be facilitated not only by the presence of local digital contents but also by the presence of usable digital technology at a local level. This article aims to give a practical solution to bridging the digital divide by unlocking local heritage knowledge through creating digital contents from locally grown literary heritage as well as by developing a localised digital library system. Therefore, this article presents the research processes and results that were undertaken to unlock local heritage knowledge and developed the localised digital library system: customising a free and open-source software; digitising and translating the local literary heritage contents; and building the digitised and translated literary heritage contents into the localised digital libraries, which Greenstone digital library software was used to customise into local use. The English version of the Greenstone user interface (macro files) was translated into the Tigrinya language, one of the locally spoken languages in Ethiopia. For translation purposes, a list of suitable and compatible Tigrinya words and phrases that basically fit with the meaning of the English version of the Greenstone spreadsheet was developed. As a result of this translation work, the Tigrinya language interface has become one of the languages that are included in Greenstone digital library software version 2.83 for the first time (Language short name=ti “long name=ትግርኛ (Tigrinya)” default encoding=utf-8). To unlock the heritage knowledge and build the localised digital library with local digital collections, a sample of Ethiopia’s ancient Ge’ez parchment manuscripts were digitised and translated into Tigrinya and English languages. To facilitate the retrieval of information and to be easily recognised by internet search engines in the Tigrinya language, a local specific metadata standard for Ethiopia’s ancient Ge’ez parchment manuscripts was developed at three hierarchical levels, at manuscript level, at chapter level and at page level, with each translated page tagged using HTML. To facilitate the link between the translated text and the corresponding digital image, an “item” file was created using a WordPad. As a result, three collections were built into the customised digital library: the digitised image of the Abushakir manuscript as well as the Tigrinya and English translated texts of the same manuscripts. The functionality and usability of the localised digital system was tested by searching keywords and browsing titles from the built collection of the Tigrinya text and the original digital image of the manuscript. The result of this test shows that the localised digital library system is capable of allowing end-users to discover the information they want at the granular level from digital content of the local literary heritage. Therefore, further manuscript collection through digitisation, translating into local language and building the digitised collection into this localised digital library system is necessary for wider access to the local literary heritage digital content and for bridging the digital divide in the long-term.

Digitalization of Higher Education in Ethiopia

Digitalization of Higher Education in Ethiopia

Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education

This study aimed to investigate academic staff commitment to implementing curriculum from multicultural perspectives in Eastern Ethiopian higher education. This problem is instigated by the long-term ignored area or multicultural issues in teaching and learning process in higher education in Ethiopia which, in turn, has become a basis of the increase of plentiful difficulties. To achieve the intended objective, a descriptive design was employed. The data were collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the commitment of academic staff was low and there was no gender difference in implementing curriculum. Based on the findings, it is concluded that if academic staff had been committed and used culturally responsive pedagogy, the implementation of a multicultural curriculum would have been ensured. Therefore, based on these findings implications were made for future research and suggested addressing and alleviating salient problems.

Effect of blended learning on mathematical achievement and anxiety: A context-based technology integration for meaningful learning

Ethiopia has envisioned becoming a middle-income country in the year 2030. To achieve this vision, several initiatives including the ESDP (I-VI), GQIP, and the education development Roadmap have been undertaken to improve the quality of education at all levels. Apart from those initiatives, it is equally important to rethink of a pedagogical approach that suits the contemporary technological advancement and cultural contexts. Currently, our world is experiencing scientific and technological changes, but the customary methods are relatively unable to cope with these changes. It is no longer viable to rely on one-size-fits-all curriculum. So far, the impact of instructional technology on students learning is not consistent and lacks specific context of students’ environment. This indicates that there is a need for intensive investigation to make learning more meaningful and interactive. This study aimed to restructure the existing mathematics course in Ethiopian higher education so as to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was made at Wolkite University, Ethiopia. The repeated measures ANOVA show significant difference between students’ mean scores of course achievement measured before, during and after the intervention (F (2.182, 52.358) = 8.354, p < .05, ƞ2 = 0.258). The multiple comparison test further shows a significant improvement of students’ mathematical achievement. It was also found that when technology was used as a tool to enhance students learning, it can overcome the math anxiety caused by the cognitive failure. Therefore, blended learning could be a good approach to enhance students’ mathematics achievement. This might also be extended at lower levels. Additional imperative implications for practice and future research are forwarded.

Evaluating the effectiveness and implementation of an online professional development program for health professional educators: The case of Jimma University

The usage of virtual platforms for reforming teachers' continuous professional development (CPD) is becoming more and more necessary in contemporary higher education (HE) settings. For a comprehensive understanding of the implications of this strategy for CPD, research studies from various contexts are required. This study evaluated the effectiveness and implementation of a pilot online professional development (PD) package called the ‘higher diploma program (HDP)’ for health professional educators (HPEs) in the Ethiopian HE context. We used mixed methods in a Hybrid II design. Additionally, a comprehensive e-learning quality framework guided the overall research and integration of the qualitative and quantitative data. The qualitative component includes a key-informant interview (KII) with facilitators, a program coordinator, and a single focus group discussion with HPEs. Additionally, the quantitative component includes a cross-sectional survey of the (HPEs’) responses to a self-report questionnaire. The findings show that this pilot project was feasible and well accepted by the HPEs, facilitators, and coordinators of the project. These participants also perceived several implementation challenges as weaknesses of the pilot project. Mitigating the prevailing challenges requires sustained and collaborative efforts by universities, the education and health sector, and other partner institutions. Our interpretations imply that customizing online PD in HE is, ultimately, a local phenomenon that results from individual motivation and interest, institutional capacity, and contextual factors like access to technology, the quality of online PD resources, and program management.

Internationalisation of Higher Education in Ethiopia: A Strategic Process?

The internationalisation of higher education (IHE) has become a central agenda of Ethiopia's higher education institutions (HEIs). However, there is a dearth of information on whether IHE is an intentional and integrated endeavour. A framework is developed to investigate how strategic the internationalisation process is in public universities in Ethiopia, focusing on intentionality and integration. Data were collected using a survey from eleven public universities, semi-structured interviews with twenty-one key informants, as well as document analysis. The findings reveal striking similarities across universities in how IHE has been undertaken. Though there are promising indicators that IHE is becoming an intentional process, little attention is given to integrating IHE into institutions’ purpose, functions, and delivery. To maximise the benefits of IHE, universities need to establish educational systems aligned with their designations (research, applied science, comprehensive, and science and technology), integrate IHE into these systems, and continuously manage it across all HEIs.

Exploring the influence of leader emotional intelligence on faculty engagement in Ethiopian higher education

Exploring the influence of leader emotional intelligence on faculty engagement in Ethiopian higher education

Barriers to women’s participation in and contribution to leadership in Ethiopian higher education

Women are underrepresented in senior leadership positions across global higher education and there are different reasons for this. This study examines barriers to women’s leadership development in Ethiopian higher education, with particular attention to the role of national and institutional policies and practices. The study used a phenomenological research design to better understand barriers to women’s leadership development in higher education from the views and experiences of women leaders. Data were generated from 12 women vice presidents and official documents. The participants were drawn from each type and generation of universities that exist in Ethiopian higher education. The findings reveal that although there is an improvement in women’s leadership development in Ethiopian higher education, many glass ceilings remain unbroken. The result also reveals that institutional barriers are considered the greatest, as they also exacerbate sociocultural and personal barriers to women’s leadership development. Although ethnicity is one of the major challenges facing higher education institutions (HEIs) in Ethiopia, it is not identified as a barrier to women’s leadership development. The barriers to women’s leadership are multifaced and addressing these challenges requires a holistic approach and concerted efforts from major stakeholders, especially policymakers. Unless there is a systemic response, women in higher education will continue to struggle in pursuing senior leadership positions.

Gendered Policies in Ethiopian Higher Education: Are Policy Promises Vanishing with Time?

Gendered Policies in Ethiopian Higher Education: Are Policy Promises Vanishing with Time?

Managing Employees’ Diversity Practices in Private Higher Education in Ethiopia; Evidence from Selected Private Higher Educational Institutions (PHEIs) in Mekelle, Tigray

Diversity means having a range of people with various racial, ethnic, socioeconomic, and cultural backgrounds and various lifestyles, experience and interests. The efforts with regard to the study of managing employees’ diversity in private higher educational institutions (PHEIs) have helped private colleges in keeping their global competitiveness and overall ability to have a confrontation at an international level. However, studies show that managing employees’ diversity are no longer the only topical issues for argument in organizations but are now a reality to be challenged in the day to day activities of private higher educations. For this case, the debate on issues related to managing employees’ diversity practices in private higher education is desire to create safe, welcoming and conflict free work places in the higher education environments established by people of diverse backgrounds. Hence, the objective of this study was to examine employees’ diversity management practices in the selected private higher education institutions in Mekelle. The study employed a descriptive cross sectional survey design by applying both qualitative and quantitative approaches. The researcher used open ended interview and a semi-structured questionnaire that used a 5-point Likert scale to collect the primary data from 131 employees and the higher administrative bodies of the selected higher education respectively. The study used descriptive and econometric techniques to analyze the collected data. Following the dimensions of diversity namely; age, nationality, ethnicity, language, physical disability, socio-economic status and gender were considered as they were viewed as being more applicable dimensions for private higher education in Mekelle. Descriptive results of the study showed that respondents slightly agree with performance of physical disability and language on managing employees’ diversity; while, they slightly disagree with the other dimensions of diversity. The correlation result shows physical disability and socio-economic status have strong and significant; while, three dimensions (Nationality, Ethnicity and Language) have moderate and significant and the remaining two have weak and significant association with managing employees diversity. Finally, the regression result revealed that 65.7% of managing employees’ diversity was explained by the seven diversity dimensions. Moreover, all except age and gender have significant effect on managing employees’ diversity in the selected PHEIs. Finally, the study forwarded a number of recommendations for the management of the selected higher education to improve managing employees’ diversity practices.

DESIGNING A FRAMEWORK FOR ENHANCING THE ONLINE KNOWLEDGE-SHARING BEHAVIOR OF ACADEMIC STAFF

The main objective of this paper is to identify the factors that influence academic staff's digital knowledgesharing behaviors in Ethiopian higher education. A structural equation model was used to validate the research framework using survey data from 210 respondents. The collected data has been analyzed using Smart PLS software. The results of the study show that trust, self-motivation, and altruism are positively related to attitude. Contrary to our expectations, knowledge technology negatively affects attitude. However, reward systems and empowerment by leaders are significantly associated with knowledgesharing intentions.Knowledge-sharing intention, in turn, was significantly related to digital knowledgesharing behavior. The contributions of this study are twofold. The framework may serve as a roadmap for future researchers and managers considering their strategy to enhance digital knowledge sharing in HEI. The findings will benefit academic staff and university administrations.The study will also help academic staff enhance their knowledge-sharing practices.

Factors predicting knowledge sharing behavior of academic staff

The main objective of this paper is to identify the factors that influence academic staff's knowledge-sharing intentions and behaviors in Ethiopian higher education. A structural equation model was used to validate the research framework using survey data from 256 respondents. The collected data has been analyzed using Smart PLS software. The result indicates that the factors that affect knowledge-sharing intention include social interaction, reciprocity, management support, reward systems, and reputation. Systems integrated into teaching-learning practice, availability of information technology infrastructure, perceived ease of use, and perceived usefulness are among the technological factors affecting the intention to use web technology for knowledge sharing toward knowledge-sharing behavior. It has also been concluded that management support had the greatest influence, but the reward system did not affect the knowledge-sharing intention. On the other hand, the availability of IT infrastructure has the largest effect on the intention to use web technology, while perceived ease of use has the least. The contributions of this study are twofold. The framework may serve as a roadmap for future researchers and managers considering their strategy to enhance knowledge sharing in HEI. The findings will benefit academic staff, university administrations, and higher education institutions. This study gives managers a solid foundation to promote and support academic staff's usage of web technology for knowledge sharing. The study will also help academic staff enhance their current knowledge-sharing practices.

Correction to: Determinants of instructors’ educational ICT use in Ethiopian higher education

Correction to: Determinants of instructors’ educational ICT use in Ethiopian higher education

RETRACTED ARTICLE: Sexual reproductive health service utilization and associated factors among undergraduate students of Addis Ababa University in Ethiopia

BackgroundMaking clinical services attractive to the younger generation has remained a challenge. Students in higher education continue to underutilize sexual and reproductive health services. This group is exposed to a very hostile environment and has a highly mobile and unprotected lifestyle, often resulting in an early sexual debut, physical and drug abuse, and sexually transmitted infections.ObjectiveThe aim of this study was to assess sexual reproductive health services and associated factors among undergraduate students of Addis Ababa University 2022.MethodAn Institution-based cross-sectional study was been conducted among 419 randomly selected students and data were collected by using semi-structured and pre-tested questionnaire. Data were entered to Epi info data 7.0 and exported to SPSS version 21.0 for further analysis. Both binary and multiple logistic regression analysis was used to identify factors at P < 0.05 with 95% CI and AOR.ResultsWhen queried, all 419 youths agreed to participate in the study, for a response rate of 100%. The mean age of the respondents was 22 years. The majority of respondents (371, 88.5%) were between the ages of 19 and 24, and 221 (52.7%) were female. More than half of those polled (273, or 65.2%) were third-year students, while 59, or 14.1%, were first-year students. About 206 (49.2%) of participants lived with their father and mother, but 138 (32.9%) had never discussed sexual and reproductive health. Finally, 205 respondents (or 48.9%) had ever used the Sexual and Reproductive Health Services. College of business (AOR (95% CI) 3.546 (1.62–7.79), respondents who live with only their mother (AOR (95% CI) 9.37 (2.78–31.51) and who live alone (AOR (95% CI) 5.75 (2.40–13.79), positive attitude toward SRHS (AOR (95% CI) 3.15 (1.71–5.80), good knowledge (AOR (95% CI) 4.16 (2.27–7.64), frequency of discussing SRHS(AOR (95% CI) 1.93 (1.12–3.346), Convenient location of youth RHs (AOR (95% CI) 8.31 (1.61–42.93), Fee of RH services (AOR (95% CI) 12.34 (6.48–23.49) and Satisfied to received RH services (AOR (95% CI) 4.59 (2.54–8.33) were independent predictors of utilized SRHS among undergraduate students.Conclusion and recommendationThe prevalence of utilization of sexual and reproductive health services was determined to be low in this study, with identified factors increasing the likelihood of utilization being attitude, knowledge, satisfaction, discussion, fee for RH services, and location, in that order. On the other hand, poor knowledge and a negative attitude toward SRHS posed risks that contributed to reproductive health issues, so we worked on advocating for services that were available in a nearby location and raising awareness. Therefore, policymakers and health planners would be better off strengthening the urgent need to ensure adequate SRHS, knowledge, and attitude building among undergraduate students in higher education in Ethiopia.

Status of Enhancing Learners’ Higher Order Thinking Skills in the Teaching of Reading Skills at Ethiopian Higher Education: Analyzing Reading Exercises and Learners’ Perceptions

Abstract In the twenty-first century, the broad availability of information and technological innovation has resulted in a paradigm shift in the goal of education. As a result, in order to produce engaged citizens capable of facing the demands and obstacles of the century, boosting learners' higher cognitive skills has become a priority in modern education. Language teachers' responsibilities in modern language teaching have expanded to include improving students' thinking skills. In line with this idea, this study was aimed at examining the role teaching reading skills at a higher education institution has in enhancing learners’ higher-order thinking skills. In order to achieve the main objective of the study, an analysis was carried out on the levels of thinking that questions in reading exercises aim to elicit from the learners and how the students perceive the reading exercises from the perspective of enhancing higher-order thinking skills. The findings of the study show that the reading exercises are dominated by lower-order questions; there are fewer higher-order questions in the exercises. Thus, the reading exercises are not capable of enhancing learners’ higher-order thinking skills. The students also have the perception that the reading exercises are not meant to develop their higher-order thinking skills. There is no statistically significant difference between male and female participant students among their perceptions identified in the study.

Induced abortion among female students in higher education institutions in Ethiopia: A systematic review and meta-analysis.

Female students in institutions of higher education are at higher risk of abortion and its consequences. There is no nationally representative data on induced abortion among students in higher education institutions in Ethiopia. Hence, this study aimed to estimate the pooled prevalence of induced abortion among female students in institutions of higher education in Ethiopia. This study used a systematic review and meta-analysis of studies conducted from January 1, 2010, to June 30, 2022, in Ethiopia. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. PubMed, Cochrane Library, Hinari, Google Scholar, CINAHL, and Global Health electronic databases were searched. The analysis was performed using STATA 14 software. Heterogeneity and publication bias were assessed using I2 statistics and Egger's test, respectively. Duval and Tweedie's 'trim and fill' method was also performed to adjust the pooled estimate. Forest plots were used to present the pooled prevalence with a 95% confidence interval (CI) of meta-analysis using the random effect model. This systematic review and meta-analysis included a total of 10 studies and 4656 study participants. The pooled prevalence of induced abortion among female students in institutions of higher education in Ethiopia was 5.06% (95%CI: 2.16, 7.96). The rate of induced abortion was 51 per 1000 women. The pooled prevalence of induced abortion among female students in institutions of higher education in Ethiopia was high. Thus, concerned bodies should design and implement an effective strategy to realize friendly and non-judgmental family planning and comprehensive abortion care service to curb the problem.

Understanding Effective Teaching Beliefs of Instructors and Students: A Qualitative ‎Study at an Ethiopian University

This article explores instructors and students’ beliefs toward effective teaching in higher education in Ethiopia. Besides classroom observations, we developed and conducted semi-structured interviews with ten instructors and 12 students at one higher education institution. We followed the data condensation and displayed it for interpreting the data. The findings highlight the qualities of effective teaching and the hope for a change in the current teaching approach to actively participate in the teaching-learning action. This, however, demands a change in designing the course syllabus and assignments and the continuous professional development of the teaching faculty. Keywords: beliefs, effective teaching, student-centered approach, professional development, higher education, Ethiopia

The Development and Validation of a Professional Development Program for Health Professional Educators in Ethiopian Higher Education Context.

Despite the presence of a common agreement on the importance of integrating professional development (PD) for instructors in higher education (HE), the level of progress made in that regard varies greatly across HE systems around the world. Part of the variation was due to the lack of comprehensive theories and guidelines that leverage efforts to integrate PD issues into HE system. Also, there is limited research regarding the development and revision of PD programs for instructors of health sciences in HE setting. The limited studies primarily lack a comprehensive or all-encompassing framework that capture the complexities of the program development and validation process. Rather, they are essentially impact evaluation studies, examining the short-term and long-term benefits of the programs under studies. This study offers a theoretical rationale and a three-step framework for PD program development and review in HE through presenting a case study of an innovative PD program in the Ethiopian public university context. A three-step approach that consists of curriculum development, an iterative research-based review, and collaborative revision and validation is recommended in this study, to promote a commitment to systematic planning and research-based review and revision in a PD of instructors in HE in Ethiopia and beyond.

The indelible challenges of student attrition in Ethiopian higher education: imperatives for a closer scrutiny

Student attrition remains a serious challenge across the globe despite the extended attention it continues to draw. Given the meagre research available in the Global South, and particularly in Africa, this study was conducted to assess the status of student attrition in 15 Ethiopian public universities over the course of a decade (2007/08 – 2017). The study examined the scope, nature and causes of student attrition at the level of institutions, programmes and gender. The findings revealed that the attrition rate at Ethiopian public universities manifests a high level of wastage that goes against the national ambition of expanding higher education through wider participation and student success. Universities were found to be deficient in terms of tracking the progress of their students and developing a well-organised information system, hampering their potential for follow-up and early interventions. It is argued that closer scrutiny and robust responses are needed both at policy and institutional levels in order to bring about the improvements sought.